We will present our experience assigning specific roles to each member of student groups to assist them with group dynamics when working through cooperative laboratory tasks. The initial implementation was inspired by an introductory POGIL seminar given to science faculty. Connections will be made to the work done by the Hellers from the University of Minnesota on Group Problem Solving Strategies in introductory physics classes. We will also present results of informal polling of our Faculty Online Learning Community (FOLC) on techniques for forming effective groups. This is part of a series of talks stemming from the NextGen PET FOLC project. This work was supported by the National Science Foundation grant NSF DUE-1626496.

The Frayer Model is a reading strategy presented as a graphic organizer.  Researchers have shown that the approach promotes vocabulary development for specified scientific terms among high school students.  This empirical research study sought to explore a way to develop scientific vocabulary among English Language Learners and Students with Disabilities in a synchronous learning environment between in-person and virtual learners by implementing the Frayer Model in a digital format using Google Slides. Google Slides settings allow each student to interact independently with the content while simultaneously sharing with the group.  A convenience sample consisted of eleven high school students, seven in-person learners, and four virtual learners.  Daily bellwork composed of one question provided post data to assess retention and understanding.  Observational data captured in reflective logs shows increase active learning, and students form personal connections between the scientific terms and their personal experiences.

Argument-Driven Inquiry (ADI) is an instructional model which originated in Chemistry education and provides students opportunities to develop and carry out their own experimental designs while engaging in argumentation and peer review. In 2019, we adopted a modified ADI instructional model into our Introductory Physics Labs for Life Sciences (IPL²S) courses to include a more formal structure for student engagement in scientific practices as part of three-dimensional learning. In this talk, we introduce the ADI instructional model, discuss integration of the ADI instructional model into our reformed lab course, and describe recent impacts it has had on our course. Specifically, we present how our modified ADI model has: 1) enhanced student engagement in scientific practices, specifically experimental design planning and scientific argumentation; 2) aided in the shift to online instruction while maintaining course learning outcomes; and 3) provided pedagogical consistency in a course with rotating instructional faculty.

The principle of stationary action, more commonly known as Hamilton's principle, represents a milestone in the undergraduate physics curriculum. A common question students ask is whether the Hamilton action achieves a local minimum, a local maximum, or a saddle point. It has long been known that, for systems with nonzero mass, there is no worldline for which the action achieves a local maximum. However, so-called "massless" systems do appear in engineering, where they are used to model components of negligibly small mass (such as very light springs or very light wheels). Inspired by these engineering examples, the present work investigates the stationary character of the Hamilton action in the non-relativistic limit of vanishing mass. It is shown that, in that limit, it is mathematically possible for the action to achieve a local maximum. This paper discusses the benefits of this exercise, which can be implemented in any classical mechanics course.

In Tunisia, the current teaching of physical sciences at all school levels (primary, secondary and university) does not take into account the teaching of the history of science, despite the results of research (JLMartinaand, 2001) , (Guedj, 2005), (C. De Hosson, 2011) who confirmed the interest of the introduction of the history of science in improving the learning outcomes of learners and the power to overcome learners' disaffection with scientific studies. The teaching of special theory of relativity, which is often synonymous with complexity and incomprehension by teachers and learners, has been eliminated from official Tunisian physical science curricula in secondary schools since 1998. 

How will we be able to introduce this theory  to students despite the difficulties presented ? The answer to this question is to appeal to the history of science and in particular the history of relativity without the use of a heavy mathematical formalism.

Students reflect all rays parallel with the main axis in a spherical concave mirror to draw with a focal point that called real focal. In this paper we prove that the geometric method with a primary focus of rays parallel with the main axis of a spherical surface, is not a point.